Human Relations Training News Spring 1961: Vol 5 Iss 1

human relations

training news

ISSUED QUARTERLY THE NATIONAL TRAINING LABORATORIES THE NATIONAL EDUCATION ASSOCIATION

Vol. No. 1201 Sixteenth Street, W., Washington Spring 1961

NTL EXAMINES ADVANCED TRAINING

“NTL receiving, some degree, the brunt more general ‘anomie’ those individuals our
society who are attempting manage terribly complicated important problems—problems organiza-
tional change and stress. their ‘helpers’ they themselves have few sources help. seems
that NTL successfully has encouraged and promoted emerging profession, profession which not neatly
articulated but viable and growing. This, believe, continues our challenge. believe the delinea-
tion various kinds alumni programs, with objectives more clearly identified, with compatible and
homogeneous populations, and with adequate staff, giant step the right direction.”

The importance the step referred Warren Bennis underscored the pressure for qualified
trainers profession which not only emerging but expanding rapidly. industry, for example, about
companies are moving strongly the direction installing T-Group training. And outside this group,
feeling need improve training skills widespread. The church picture vigorous develop-
ment through the work the National Council Churches, well various denominations. The
success programs NTL initiated last year for college and for community leaders, the program
being added this summer for college faculty and student personnel workers, the nationwide response the
new program for school executives, the spread training programs other countries (see Winter 1961
issue Training News, referring Groups around the world )—all suggest still further extension.

The Trainer Development Committee, chaired Matthew Miles Teachers College, and staffed
Richard Beckhard Richard Beckhard Associates and Warren Bennis Massachusetts Institute Tech-
nology, has completed survey alumni reactions advanced training programs. Members the Com-
mittee (Max Birnbaum The American Jewish Committee, Paul Buchanan Standard Oil
George Corwin the National Board YMCA’s, David Hunter the Protestant Episcopal Church, Bar-
bara Phinney the Girl Scouts, Ross Pollock the Civil Service Commission, Edgar Schein and
Mary Settle The American National Red Cross) are finding these reactions designing
“organizational trainer” program, exploring possibilities for collaborating with various agencies interested
the training trainers, and designing proposals for advanced programs. allow time for this work,
NTL’s National Board proposed one-year moratorium advanced programs (with the exception the
alumni program for those who want second laboratory experience, and the Social Science Intern Program
described this issue).

One conclusion that advanced training needed and important—but needs evaluated and
reorganized. Even the most critical alumni seem determined that advanced training continued
and reinforced; while the most sympathetic recognize that the very growth interest creates obligation
validate what constitutes competence various training roles the means which this acquired.
second conclusion that smaller and more specialized programs are necessary meet the varied, and
sometimes conflicting, needs trainers trainers, T-Group trainers, non-T- -Group trainers, leader-teachers,

and “doers.”

The Board and the Trainer Development Committee continue explore this question: the light
expanding demand, what specifically unique contribution? And, equally important, what should
NTL not do? How can NTL equally guard against too narrow conceptualization training and
one too all- -encompassing? Reader comment

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HUMAN RELATIONS TRAINING NEWS SPRING 1961

SOCIAL SCIENTISTS INTERN WITH NTL

The Social Science Intern Program, launched Bethel last summer, was motivated the one hand
the critical demand for trainers (and the knowledge that persons with: social science background tend
the best trainers) and the other hand urgent need our society—the need for ioral social
scientists understand, and evaluate social change.

The Trainer Development Committee describes need for the intern program twofold: “First,
graduate programs the behavioral sciences tend understress the diagnostic and action, change,
aspects the basic disciplines. Second, graduate training—particularly for the non-clinical fields—is woefully
deficient creating experience for which they can incorporate collaborative skills which are
crucial social science employed for socially desirable aims.

The upshot exclusively person-centered orientation perverse compartmentalization, where
clinical psychologists gain the important understanding consulting relationships but without the equally
important environmental factors (e.g., social stems, organizational behavior, group
while non-clinically trained social scientists have the reverse problem. Well-trained the con-
ceptual properties various social systems—including the personality system—they are prepared trans-
late these concepts lay audience deal with ina meaningful way. Thus, see both cases
‘trained incapacity behavorial scientist who hobbled not seeing the understanding
the dynamics change, and the clinician who can deal only with the idual stripped
social roles.”

Last summer the heads leading departments were canvassed for outstanding candidates at, near,
the doctoral level. There were applicants for the eight available internships. The eight were selected
from Boston University, the University California, Harvard University, Indiana Univ ersity Medical School,
Massachusetts Institute Technology, The University Michigan, The University and Yale
University.

Concerned basically with training these young scientists apply their knowledge the processes
social change, the eight- -week program included weeks participant regular Human Relations
Training Laboratory; intensive one-week seminar conceptualize, ingest, and rate about this ex-
perience; junior staff role for the second regular Human Relations Training Laboratory, under the supervision
university-based trainer; and, finally, experience designing and conducting (under Warren Bennis’
human relations training laboratory.

What the interns learned can best their own evaluations.

TEACHING

All the interns state that, result the program, they are teaching conducting groups differ-
ently. They refer, variously, greater personal freedom and security, experimentation conduct
classes, successful efforts hav students take responsibility for their own learning, and new sources
subject matter.

One intern has summed his own evolution teacher thus: “As undergraduate and graduate
student, developed facility analyzing, designing, and carrying out experiments, well knowledge
psychological literature and taste for abstract, general theoretical frameworks social life. But also,
during this education, found myself becoming less and less willing, able, develop hypotheses from the
quoted experiment; designing experiment, relied ‘theory.’

“After teaching and research applied setting for ten years, became convinced that much
the current social psychology deals with tested, but trivial, hypotheses, and that this
criticism also applied own work.

“What needed was learn new ways dealing with social generating data from
the everyday world which would feed into and teaching. result the program, old
abstractions learned school became new, strong realities. name manipulation,
authority (problems), intimacy cohesiveness, flight-fight, aggression, valid communication,

rationalization, displacement, and on. These kinds changes cannot but affect the think,
teach, and apply psychology. teach courses more effectiv ely. can now create real groups

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classes, and the new relationships between them and seem much more productive than
think capacity facilitate change has been greatly enhanced. effectiveness data collector, inter-
preter, and change agent has been improved.”

insight, lecture more freely and with more spontaneity, and seem hold the attention students

better than before. consequence increased knowledge about groups, have instituted several teach-

ing formats. (These vary with class size, and include small seminars, modified Groups, and instrumented
discussion groups following lectures large

Another intern comments, have instituted several changes teaching. Asa consequence self-

Another says, have extensively the laboratory method teaching (as opposed the
classical lecture method). cannot now concieve teaching course employing some
way.

And another, “My handling groups has been influenced that tend provide minimum structure
and give the much responsibility possible for the quality the discussion. think students
are using their own resources more than the typical discussion that people have
resources for learning and problem solving and helping one another that are seldom, ever, tapped the

university. Neither the formal system university nor the student culture seems conducive using
these resources.”

RESEARCH

Each the interns also indicates that the program has influenced his research. One writes, “Profession-
ally, the program has had impact principally research doing the problem-solving process groups.
The divergent opinions expressed have caused many earlier- concepts.

And another, have taken project conduct and evaluate laboratory learning for higher man-
agement corpor ation. part the project design the research. spending little better
than half time research: the internship having substantial effect activities.

And another sociologist, notes, expect some effect terms key variables selected for analysis
and terms design. may place more emphasis interpersonal transactions than before, and more
the phenomenological perspective.

Reflecting some initial skepticism, one intern concludes, “Contrary purist fears, the program did
not involve watered-down social science content forsaking experimentation and inquiry
for confession faith technocratic The summer was collaborative learning
experience. This was challenging experience one who conceives himself primarily psy
logical confrontation training laboratory provided certain amount shock.’
These were not subjects isolated from their usual being put through experimental paces, but viable,
highly motivated people who were deeply involved social experiment which each was both scientist
willing bit data. Experiencing this added new dimensions professional role, and gave new
perspective previous conception myself research scientist.”

PERSONAL GROWTH

All describe changes themselves. Primary learnings seem involve self-insight and breaking down
walls separating academia from community. They comment variously:

can say that increased self- confidence and self-insight already seem paying off terms
attitudes, and that increased productivity promises

“The Group interns, without doubt, led insights which could not obtained any other way.
feel that for the first time, for got glimmer insight revealing that may even have
authority problem. least aware it, although still haven’t solved

“Changes self- -concept have been This manifested increased self-confidence and
concomitant decrease anxie all interpersonal relations. This self-confidence healthy, think,
since accompanied more realistic self-awareness competencies and weaknesses. And,
since this increased self- insight was gained interpersonal setting, more realistic and easier for
utilize working with people. more comfortable myself than before, and believe that

this comfort having consequences for better relations with other people. think that communicating
more fully and more

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learned for the first time what effect group is, how group reacts me, and how group
affects me. saw that tendency very task- approach group intellectual rather
than emotional, and impatience get something done ends only further alienating those who
hesitate for emotional reasons.

Several comments relate the “bridging” function. “The Intern Program bridged chasm for
between the well-insulated academic within which research teaching enterprises proceed,
and another realm, which social science knowledge and methods have relevance people
who are working together communities, organizations, and companies.”

And, “The Intern Program and the general field human relations offer, think, unique and valuable
opportunity for professionals and lay persons—the opportunity participate together building bridge
between the intellectual life and everyday life.”

One intern summed the effects thus, have illusions about training laboratories being panaceas
that produce profound personality change make skilled leaders all participants. But convinced
that people emerge from laboratory with better understanding themselves, increased sensitivity others,
and enlarged capacity learn from their interper sonal experience. that the widening use
the laboratory training model, pioneered NTL, very important and helpful trend for the mental
health movement Contrary some naive apprehensions process
trends toward conformity and the subversion individuality, believe strongly that, laboratory com-
munity, each person has rare opportunity clarify and elaborate his individual identity.”

COLLEGE STUDENTS RECEIVE LEADERSHIP TRAINING

The training program for college student leaders addresses itself related issue our time: the
unprecedented experiment higher education for millions, can dev elop leadership? Can
educate masses, and the same time, achieve excellence?

The experimental college program looks for answers these questions more dynamic relationship
between students and faculty, new practices whereby students and faculty together can make fuller use
the total student for learning, student-faculty collaboration making this environment
more supportive learning, and greater student responsibility for his own learning. The training lab-
oratory for students, and follow-up activities individual campuses, offer means testing-ground
for discov ering whether small team students and faculty can modify the learning and leadership pat-
terns total campus culture.

The faculty for the student laboratory last summer, with Ronald Lippitt The University Michigan
dean, had challenging and satisfying experience. Student teams from different campuses found the
two-week laboratory intensive student-faculty collaboration learning.

The Co-ordinator Student Activities from one campus has reviewed activities his stucent team
thus: extensive report was fascinating read. Gary and Frank have repor ted their experiences
several psychology classes. Janet has now assumed the Leader ship Development Commissioner post student
government. Linda has taken the post Convocations and Lectures Commissioner. The four them
gave four-part report the laboratory the regional assembly USNSA, held our campus. They
conducted session role playing, with rotating chairmanships, which was beautifully done. Janet
and are meeting tomorrow plan our annual spring Student Leadership Seminar. have been employ-
ing the case with good results for three years, but going try meld NTL’s approach

with case discussion. Some cases alw avs have lent themselves playi ing, but can certainly beyond
this.”

continues, think the thing that delights most the presence four student leaders with
whom can communicate more language.”

Social Director assesses the impact the training thus, “Although difficult measure tangible
terms, feel certain that there have been changes attitudes toward the concepts leadership and,
less extent, personalities. base this comment not own observations alone but also comments
staff member, who worked closely with two the team members last spring.”

And Dean Students writes, “For our students the experience was indeed challenging
ing. Knowing all them very well, was amazed and greatly pleased observe tangible

SPRING 1961 HUMAN RELATIONS TRAINING NEWS

evidence change their behavior and their awareness and sensitivity interpersonal
They promptly put their training into action planning fall leadership conference. They assumed

major role planning and implementing this conference, and were able conduct, quite effectiv ely,
sessions which, for the most part, had been conducted faculty personnel staff members ‘at past
conferences.”

student writes, happy report that are ganized. have taken hold and have organized

enthusiastic, determined leadership committee. This will sustained throughout the year. are now
planning retreat for the Executive Council student body officers.”

Thus, with encouragement from student participants, from their faculty advisors, and from last
staff, that NTL will conduct the Second Leadership Training Laboratory for College Students
Bethel, June 30, and—concurrently—a separate laboratory for college faculty and student personnel workers.

Douglas Bunker co-ordinator this program for NTL.

THE COMMUNITY SEEN “CLIENT”

The Experimental Training Laboratory Community Leadership last summer addressed itself this
issue: Despite urbanization, can indiv iduals competence dealing with significant com-
munity problems? And what are the techniques for training expanding core professional and volun-
teer leaders?

Through this program, NTL would extend emerging concepts about training the community
illusions that this easy. will demand work with variety organizations (for youth,
planning and housing, economic dev elopment, adult education, health and welfare, social work), dev elop-
ing core group, and, with their help, finding entry into the community whole. will require, also,
definition and location the community planning function, understanding the dynamics government— the
role the ultimate decision makers, and identifying areas public and priv ate responsibility. will also
require understanding communications and co- communities.

Members the Advisory Committee for the program, primarily those the Washington area, defined
these needs when they met March with Edward Moe, chairman, Michigan State University, and
Curtis Mial, community program co-ordinator for included Stone and Atlee
Shidler the ashington Center for the Study Metropolitan Problems, Walter Cromwell (1960 alumnus
and Edward Olds the Health and Welfare Council the National Capital Area, Louis Miniclier
and Arthur Raper (1960 alumnus) the International Co-operation Administration, Halbert Dunn the
Department Health, Education, and Welfare, Leonard Czarniecki and Ellen Harper (1960 alumna)
the Housing and Home Finance Agency, Sterling Tucker (1960 alumnus) the Urban League, Kunio
Hidaka (1960 alumnus) the Department Municipal Affairs Toronto.

The Committee agreed that the Laboratory should continue for volunteers and professionals
the grounds that inadequate linkage between the two accounts for failure solve many urban
urban problems. Therefore, Laboratory, considerable emphasis given problems relating, and
giving and receiving help.

The Committee also has been concerned over more effective participation decisions that significantly
affect one’s life. When the individual and the groups which belongs fail participate, community
structures and processes break down. Yet, have positive forces encouraging participation: inherent
motivation for improvement; tradition volunteerism; unprecedented numbers educated people—par-
ticularly women—with potential, but untrained and largely unused, leadership capacity. help mobilize
these forces, have emerging concept the helping role the professional, growing number per-
sons with training, and far more knowledge than are using. Better use this knowledge the essential
purpose the Community

unsigned valuations, participants the 1960 Laboratory identified things learned: their ability
use insights processes within groups and organizations; helpful theory and about com-
munities community leadership; and greater awareness self and others. More specifically, they devel-
oped sensitivity “to the ‘interplay personalities within committees and boards,” “insights into forces that
drive restrain work within organizations, perception processes power control,” “clearer
understanding the individual the group,” “guidance studying the community,” “contacts with sensi-

HUMAN RELATIONS TRAINING NEWS SPRING 1961

tive community workers from many callings,” “clearer understanding the nature and problems social
stems—including organization,” community action,” “insights into the way affect group
and group me,” “ability see relationships had ignored,” “the ‘go ahead
and try, “clearer understanding how define and about solving our problems.”

Edw ard Moe has summed Laboratory objectiv es: “We want increase understanding community,
forces affecting communities today, and the impact these forces individuals and organizations.
want better understanding the small group the essential work unit—even the large
urban situation, and want dev elop sharper awareness one’s own behavior and its effects
individuals and the groups with which one works. want build bridges between scientific
edge human behavior and community action.”

THE WINDOW

Graphic Model Awareness Interpersonal Relations

Ep. Note: From time time “Training News” publishes summaries theory presented training
laboratories. asked one the creators The Johari Window, Joseph Luft, for the
following summary. Mr. Luft now leave from San Francisco State College and
Fulbright Fellowship Italy.

Like the happy centipede, many people get along fine working with others, without thinking about
which foot put forward. But when there are when the usual methods not work,
want learn more—there alternative but examine our own behavior relation others. The
trouble that, among other things, hard find ways thinking about such matters, particularly
for people who have extensive backgrounds the social sciences

When Harry Ingham and first presented The Johari Window illustrate relationships terms
awareness (at W.T.L., 1955), were surprised find many people, academicians
sionals using, and tinkering with, the model. seems lend itself heuristic device, speculating
about human relations. simple visualize the four quadrants which represent The Johari Window.

Quadrant the area free activity refers behavior and
motivation known self and known others.

Quadrant II, the blind area, where others can see things Known Not known
ourselves which are unaware. self self

Quadrant III, the avoided hidden area, represents things
know but not reveal others (e.g., hidden agenda,
matters about which have sensitive Known

Quadrant IV, area unknown activity. Neither the individual others
nor others are aware certain behaviors motives. Yet, can
assume their existence because eventually some these things
become known, and then realized that these
behaviors and motives were influencing relationships all along.

Area
free
activity

Ina new group, Quadrant very small; there not much Not known Avoided Area
free and spontaneous interaction. the group grows and matures, others hidden area unknown
Quadrant expands size; and this usually means are freer activity
more like ourselves, and perceive ‘others they really

are. Quadrant shrinks area Quadrant grows larger.
The Johari Window
find less necessary hide deny things know
atmosphere growing mutual trust less need for
hiding pertinent thoughts elings. takes longer for Quadrant
the things feel do. Quadrant perhaps “changes somewhat during learning laboratory, but can
assume that such changes occur even more slowly shifts Quadrant any rate, Quadrant

SPRING 1961 TRAINING NEWS

undoubtedly far larger and more influential individual’s relationships than the hypothetical sketch
illustrates.

The Johari Window may applied intergroup relations. Quadrant means behavior and motiva-
tion known the group, and also known other groups. Quadrant signifies area behavior which
group blind, but other groups are aware this behavior, e.g., prejudice. Quadrant III, the
hidden area, refers things group knows about itself, but which kept from other groups. Quadrant
IV, the area, means group unaware some aspect its own behavior, and other groups are
also unaware this behavior. Later, the group learns new things about itself, there shift from
Quadrant one the other quadrants.

PRINCIPLES CHANGE

change any one quadrant will affect all other quadrants.

takes energy hide, deny, blind behavior which involved interaction.

Threat tends decrease awareness; mutual trust tends increase awareness.

Forced awareness (exposure) undesirable and usually ineffective.

Interpersonal learning means change has taken place that Quadrant larger, and one more

the other quadrants has grown smaller.

Working with facilitated large enough area free activity. means more the
resources and skills the membership can applied task hand.

The smaller the first quadrant, the poorer the communication.

There universal curiosity about unknown areas; but this held check custom, social train-
ing, and diverse fears.

Sensitivity means appreciating the covert aspects behavior, Quadrants II, III, IV, and respect-
ing the desire others keep them so.

10. Learning about group processes, they are being experienced, helps increase awareness (larger
Quadrant for group whole, well for indiv members.

11. The value system group and its membership may noted the way unknowns the life
the group are confronted.

12. centipede may perfectly happy without awareness; but after all, restricts himself crawl-
ing under rocks.

NEW “SELECTED READINGS SERIES”

NTL announces new Selected Readings Series. Each the series will bring together under one
The first two numbers, Group velopment, edited cover articles appearing over the many
Leland Bradford, and Leadership Action, now out print, with others still unpublished—all
edited Gordon Lippitt, were off the press bearing major concerns human relations train-
May ‘Human Forces Teaching and Learning, ing.
edited Leland Bradford, and one hundred pages each, the
munity Development, edited Dorothy and pamphlets sell $2.00 each, $6.00 for the set
Curtis Mial, are scheduled for July four. Orders are now being taken.

TRAINING CALENDAR

ELEVENTH ANNUAL SUMMER WORKSHOP GANIZATIONAL PERFORMANCE, Ray Ranch,
LEADERSHIP AND SUPERVISORY SKILLS, Jemez Springs, New Mexico, June 11-23. Spon-
Glen Isle Lodge, Bailey, Colorado, June 8-11. sored The University Tes cas and NTL.
the Adult Education Council NINTH ANNUAL WESTERN TRAINING LAB-
Denver. ORATORY Lake

SEVENTH ANNUAL TRAINING LABORATORY Tahoe, California, June 18-July Sponsored
INDIVIDUAL BEHAVIOR, GROUP ACTIV- the Western Training Laboratory Human Rela-
ITIES, INTERGROUP RELATIONS, AND OR- tions University Berkeley

SPRING 1961

SIXTH ANNUAL WESTERN REGIONAL CON-
FERENCE FOR NURSES interested adminis-
trative and supervisory positions, Santa Barbara
Campus the University California, June 18-
21. Sponsored the University California
Los Angeles.

SECOND ANNUAL TRAINING LABORATORY
FOR COLLEGE STUDENT LEADERS, Gould
Academy, Bethel, Maine, June 18-30. Sponsored
NTL.

FIRST LABORATORY FOR COLLEGE FACULTY
AND STUDENT PERSONNEL WORKERS,
Gould Academy, Bethel, Maine, June 18-30. Spon-
sored NTL.

LABORATORY TEACHER ROLE BEHAV-
IOR, Temple University, Philadelphia, Pennsyl-
vania, June 19-24. Sponsored The Group
Dynamics Center, Temple University.

EIGHTH ANNUAL SUMMER LABORATORY
TIONS, “Osgood Hill,” North Andover, Massa-
chusetts, June 21-July Sponsored the Human
Relations Center, Boston University.

EIGHTH ANNUAL PACIFIC NORTHWEST LAB-
ORATORY GROUP DEVELOPMENT, Camp
Waskowitz, near Seattle, Washington, June 23-30.
Sponsored the Seattle Public Schools, the High-
line Public Schools, and the Puget Sound Group
Development Laboratory.

FIFTEENTH ANNUAL SUMMER LABORATORY
HUMAN RELATIONS TRAINING, Bethel,
Maine, Session 2-14; Session 23-
August Sponsored NTL.

SECOND ANNUAL LABORATORY COMMU-
NITY LEADERSHIP TRAINING, Gould Acad-
emy, Bethel, Maine, July 2-14. Sponsored NTL.

SECOND HUMAN RELATIONS WORKSHOP,
Colorado Springs, Colorado, July 17-August
Sponsored The Colorado College.

TRAINING LABORATORY FOR SCHOOL EX-
ECUTIVES, Gould Academy, Bethel, Maine, July
23-August Sponsored NTL.

TRAINING LABORATORY FOR CLASSROOM
TEACHERS, Gould Academy, Bethel, Maine,
July 23-August Sponsored NTL.

SEVENTH ANNUAL INTERMOUNTAIN LAB-
ORATORY GROUP DEVELOPMENT, the
College Southern Utah, Cedar City, August
6-18. Sponsored the University Utah and
co-operating colleges and universities the Inter-
mountain West.

FIFTH ANNUAL KEY EXECUTIVE CONFER-
ENCE (Session NTL Conference Center,
Bethel, Maine, September 4-15. Sponsored
NTL.

SEVENTH ANNUAL MANAGEMENT WORK
CONFERENCE, Arden House, Harriman, New
York, Session I—October 29-November 10, 1961;
Session 21-February 1962; Session
18-30, 1962. Sponsored NTL.

COMMUNITY DEVELOPMENT INSTITUTE

The Community Development Institute South-
ern University has initiated Visiting Faculty
program with the appointment Curtis and Dorothy
Mial, Associate Director and Publications Director
respectively for NTL. Mr. and Mrs. Mial are
leave absence from NTL for the spring quarter,
March 27-June 14.

“TRAINING NEWS” STAFF
Editor: Dorothy Mial

Production: Aieleen Waldie
Subscriptions: Lalla Anderson

Annual Subscription: $2.00 for four issues

HUMAN RELATIONS Org.

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